The STAK Model: Exploring Individualized Professional Development for Technology Integration in Literacy
Lindsay Woodward, Drake University, United States ; Amy Hutchison, George Mason University, United States
Journal of Technology and Teacher Education Volume 26, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
While teachers in many states are implementing the Common Core State Standards, increased attention is being paid to supporting teachers through professional development, especially for meeting standards involving digital literacy. This study explores the influence of targeted professional development, the Support, Time, Access, and Knowledge Model, on the technology integration practices of elementary literacy teachers. Through an in-depth description of three teachers receiving professional development on integration of an iPad into their instruction, we illuminate areas of consideration for influencing teachers through professional development. These include considering teachers’ stances and skills involving digital technology, developing a sense of ownership of content and technology, and providing opportunities for varying degrees of growth as a result of professional development. This study also provides implications for scholars and school leaders in schools that are not oriented towards sustained professional development.
Woodward, L. & Hutchison, A. (2018). The STAK Model: Exploring Individualized Professional Development for Technology Integration in Literacy. Journal of Technology and Teacher Education, 26(4), 613-644. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education